Kulturowa adaptacja narzędzi badawczych w pedagogice - argumenty za upowszechnieniem tej praktyki
Cross-Cultural Adaptation of Research Instruments in Pedagogy: Arguments for the Wider Adoption of This Practice

Summary/Abstract: The article addresses the possibilities of using cross-cultural adaptations of research instruments in the field of pedagogy. This procedure is based on adjusting an original version of an instrument to a different cultural context, and may be applied when transferring a tool developed and employed in one country to another national setting. Adaptation does not eliminate the need to construct new instruments, but it offers a rational strategy for utilising existing, theoretically grounded, and empirically validated measures in situations where researchers seek cross-cultural comparability and intend to build on an already accumulated body of evidence. The paper presents ongoing debates on standards of adaptation, outlines the subsequent stages of the adaptation process, and discusses two examples of cross-cultural adaptation of instruments in pedagogy: the Sources of Teacher Efficacy Questionnaire (STEQ) and the Reflective Practice Questionnaire (RPQ). In conclusion, it is argued that cross-cultural adaptation of research instruments should be treated as an independent research project, rather than a merely technical operation. Understood in this way, it can become a crucial component of conducting robust comparative studies, advancing the internationalisation of educational research, and developing a repository of standardised research instruments.

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